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THE UNIVERSITY OF NEWCASTLE
FACULTY OF XXXX
DIPLOMA IN XXXX – GRADUATE ATTRIBUTE MAPPING
AQF LEVEL 5 QUALIFICATION
TABLE 1: Graduate Profile Statements and Graduate Attribute Domain
GRADUATE PROFILE STATEMENTS
Community Responsiveness
ATTRIBUTES
Professionalism
Scholarship
01.
02.
03.
04.
05.
06.
TABLE 2: Generic Skills Clusters
1. a. Oral and/or
b. written communication
2. Teamwork
3. Information literacy
4. Ability to use technology
5. Problem solving
6. Ability to critically analyse
TABLE 3: AQF Level 5 Qualification Descriptors
1. Purpose
a. The Diploma qualifies individuals who apply integrated technical and theoretical concepts in a broad range of contexts to undertake
advanced skilled or paraprofessional work and as a pathway for further learning
2. Knowledge
a. Graduates of a Diploma will have technical and theoretical knowledge and concepts, with depth in some areas within a field of work and
learning
3. Skills
Graduates of a Diploma will have
a. cognitive and communication skills to identify, analyse, synthesise and act on information from a range of sources
b. cognitive, technical and communication skills to analyse, plan, design and evaluate approaches to unpredictable problems and/or
management requirements
c. specialist technical and creative skills to express ideas and perspectives
d. communication skills to transfer knowledge and specialised skills to others and demonstrate understanding of knowledge
4. Application of Knowledge Graduates of a Diploma will demonstrate the application of knowledge and skills:
and Skills
a. with depth in some areas of specialisation, in known or changing contexts
b. to transfer and apply theoretical concepts and/or technical and/or creative skills in a range of situations
Endorsed by Faculty Board xxxx
Approved by Program and Course Approval Committee xxxx
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c. with personal responsibility and autonomy in performing complex technical operations with responsibility for own outputs in relation to
broad parameters for quantity and quality
d. with initiative and judgement to organise the work of self and others and plan, coordinate and evaluate the work of teams within broad but
generally well-defined parameters
TABLE 4: (National) Discipline Threshold Learning Outcomes
Discipline Statements – Threshold Learning Outcomes For XXX Discipline
01.
02.
03.
04.
05.
TABLE 5: Learning Outcomes Mapping - Programs and Courses
Graduate
Generic
Attribute
Clusters
AQF Level
Course Code and Name
Mapping
descriptors
(Outcomes)
Discipline
Learning
Outcomes
Activity embedding
attribute
Proof of Learning Outcome attainment

Endorsed by Faculty Board xxxx
Approved by Program and Course Approval Committee xxxx
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RESOURCES:
1.
Extract from the Program Management Policy and Procedure Manual [000967]
Refer to Section 4: Learning Outcomes, Graduate Attributes and Generic Skills
Key Words for each AQF Level
AQF Level
Level 5
Level 6
Level 7
Level 8
Level 9
Level 10
Key Words to use in Graduate
Profile statements
Undertake
paraprofessional
Apply Broad
Coherent
Apply Professional
Highly Skilled
Apply
Advanced
Specialised
Expert
Substantial
New Knowledge
Undertake
skills
Key Words for Each Course Level *
Typical
Undergrad (AQF levels 5- 8 except Graduate Certificate and Graduate Diploma)
Programs
Course Level
1000 level
(Introductory)
2000 level
(mid-program)
3000 level
(senior)
4000/5000 level
(advanced)
PG (AQF Level 8 [Grad
Cert, Grad Dip and 9
[extended and coursework]
6000 level
(postgraduate)
Research Higher
Degrees (AQF 9 R and
10)
9000 level
(RHD)
Key Words to use in
Proof of Learning
Outcome attainment
for each Graduate
Profile statements
Introductory
Intermediate
Senior
Advanced
Advanced
Expert
For 3 year programs:
Foundation
Mid-level
Capstone
Capstone
Substantial
Elementary
Capstone
New Knowledge
Preliminary
Specialised
Growing
awareness
Basic
*Note: 1000 (introductory), 2000 (mid program), 3000 (senior) and 4000 (advanced) level courses reflect the increasing levels of knowledge, skills, and the application of
knowledge and skills expected in a course.
Courses at higher levels will have assessment tasks that require a demonstration of greater depth and breadth of knowledge and greater complexity in skills.
In general terms, assessment tasks at higher levels require more critical analysis, research skills and independent thinking than tasks at lower levels.
2.
3.
4.
Awards and Programs Policy Suite
Australian Qualifications Framework (2013)
Commonwealth Government’s Office of Learning and Teaching – Learning and Teaching Academic Standards for Disciplines
Endorsed by Faculty Board xxxx
Approved by Program and Course Approval Committee xxxx
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